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Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning
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Judith Seipold: Mobile Learning – potential, controversies and implications for future R&P in networked (informal) learning

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  • 1. SoMobNet International RoundtableJudith Seipold21 November 2011Institute of Education, University of London 1
  • 2. Mobile LearningPotential and controversies embodied in a youngscientific field and arising consequences for futureresearch and practice with view to social,networked and (informal) learning 2
  • 3. My context• Media Education – Influenced by Educational Science, Sociology, Cultural Studies• Mobile Learning – Analytical and systematising view to the current discussion – Reference framework is a socio-cultural ecology of mobile learning – Aim is to approach current trends, perspectives and deficits 3
  • 4. Context of the presentation• Context is research on mobile learning• Comments about social and networked mobile learning stem from an analysis of the scientific process of the educational and media educational mobile learning discussion• Learning in formal environments is considered 4
  • 5. Two central aspects of the presentation… as results of the analysis of the scientific process of the mobile learning discussion:• Mobile learning literature talks about collaborative learning which is my focus in the following presentation• Mobile learning practice gives examples of forms and the organisation of collaborative learning 5
  • 6. Agenda1. Systematics of the scientific process of the mobile learning discussion2. Examples of learning with mobile devices in formalised contexts3. Implications, actors and consequences for social, networked and informal learning in formalised contexts 6
  • 7. Systematics of the scientific process of the mobile learning discussion Reference areas • Structure • Implications 7
  • 8. Reference areas 8
  • 9. Argumentative reference areas Learner: Learning process: self responsible, discursive, creative, designing, communicative, competent, equitable, networking, collaborative, sustainable networked, enabling, appropriativeEducational system:open, enabling, Society:innovative, emancipative, unstable, affected bydemocratic cultures, dominated by subjective perspectives, fun orientation and Technology: consumption, infrastructure, globalisation and resource, enabler, community orientation tool Figure 1: Argumentative reference areas in the Mobile Learning discussion (Seipold, 21.03.2011). 9
  • 10. Basic assumptions Figure 2: Mobile Learning is … (Seipold, 21.03.2011). 10
  • 11. Structure 11
  • 12. The scientific process and it‘s structure Figure 3: Structure of the Scientific Process of the Mobile Learning Discussion (Seipold, 21.03.2011). 12
  • 13. Implications(drawn from the analysis of the discussion) 13
  • 14. What is meant by collaborative learningwithin the mobile learning discussion?Bringing “collaborative learning” to life by focussing on – Concepts – Aims – Actors – Aspects – Models and theoriesNB: mobile learning is understood as taking place in formal contexts such as school, university, apprenticeship, workplace 14
  • 15. Collaborative learning: Concepts• Research is turning away from technology centred to learner centred concepts• Learning is understood as being personalised, collaborative, situated, constructivist and contextualised• Preferred concepts are – activity-centred and conversational approaches – interactive, collaborative, conversational, discursive practices in the teaching and learning process, highlighting constructivist approaches 15
  • 16. Collaborative learning: Aims• Aim on a structural level – to share data, information and knowledge and – to build structures – for (collaborative and/or subjectively meaningful, negotiated) meaning making and knowledge building• Aim on an subject centred level – identity construction – professional self-concept – expertise and experiences (see e.g. Chan 2011; 16 de Witt et al. 2011; Coulby et al. 2011).
  • 17. Collaborative learning: Actors• Learners are active as they are learning personalised, connected, networked, interactive, collaborative, discovering and creatively• Teachers are advisors, guides, providers of information and orientation 17
  • 18. Collaborative learning: Organisation• Focussing on collaborative mechanisms means to focus on how this learning is organised: – the appropriative mechanisms of the learners i.e. their agency and cultural practices as processes, – their learning environments i.e. contexts – their activities i.e. their performed (objectified) agency and cultural practices within contexts 18
  • 19. Mobile learning practiceExamples • Implications 19
  • 20. Examples 20
  • 21. Appropriation mechanisms• i.e. dealing with content by using mobile devices – Collect data – Retrieve data – Store/ disseminate data – Transform data into information and knowledge by referring to different collaboration forms 21
  • 22. Environments• i.e. places of dealing with content and engaging in interaction by using mobile devices – School – Everyday life (physical places) – Web 22
  • 23. Activities• i.e. forms of collaboration in selected projects by using mobile devices – Personalised learning – Peer-to-Peer learning – Teacher centred learning – Collaborative learning 23
  • 24. Collect data in classroom, outside,allone, in groups Image 1 Image 2 Image 3 Image 1: Learners are Filming an Physical Test (Nischelwitzer 2007). Image 2: Learners are Voic-Recording their learning achievements (Schittelkopf 2008a). 24 Image 3: Learners are Voice-Recording interviews with citizens (Brodersen et al. 2005, S. 299).
  • 25. Retrieve data outside - IMAGE - Image 4: Retrieving Data On-the-go (Fritsch 2007). 25
  • 26. Store/ disseminate data on platforms Image 5: Learners‘ Films of a Physical Test on a Learning Platform (Schittelkopf 2007c). 26
  • 27. Personalised learning production anddissemination Image 7 Image 6 Image 8 Image 6: Limerick (Deubelbeiss 2007a). Image 7: Path-time diagram (Deubelbeiss 2007d). 27 Image 8: Syntax (Deubelbeiss 2007c).
  • 28. Peer-to-Peer and teacher centredlearning in school Image 9 Image 10 Image 9: Platform Used by Learners (Fritsch 2007). Image 10: Platform Used by Teacher in Teacher-Centred lessons (Fritsch 2007). 28
  • 29. Collaborative learning in physical placesand on the web Image 11 Image 12 Image 11: Learning Group (Unbekannt 2007). Image 12: Learning Group on a Learning Platform (Brodersen et al. 2005, S. 303) 29
  • 30. Implications(drawn from the analysis of practice) 30
  • 31. Didactic approaches of projects Figure 4: Opening of Learning Settings in Different Mobile Learning Projects (Seipold, 21.03.2011). 31
  • 32. Social, networked and informal learning in formalised contexts Conclusions • Consequences 32
  • 33. Conclusions 33
  • 34. Structural and political implications• Innovation from learning with mobile technologies to a new understanding of what learning is• Democratisation of the education system and of learning processes• Emancipation of the learner from receiver of knowledge to the active and appropriative learner and constructor of contexts 34
  • 35. Collaborative learning by using mobiledevices in formal contexts is …• Related to the data collection, retrieval and distribution: Provision, construction, distribution, retrieval of data, information and knowledge• Option to connect to other learners by using mobile technologies: Dynamic establishing of networks, groups, personal learning environments 35
  • 36. Role of mobile devices, platforms andlearners for collaborative learning Mobile device Platform-snaps, stores, provides access- -stores- [data] [data] [information] [information] Learner -collects, distributes, generates- [data]  [information]  [meaning and knowledge] -by using- Figure 6: Role of mobile devices, platforms and learners in the meaning making process (own illustration). 36
  • 37. Consequences 37
  • 38. Didactic considerations• Check results, suggestions and demands from theory and how they are used in practice• Make your reference frame as clear as possible• Take practice from everyday life to inform theory and formal learning• Distinguish between roles of technologies of learners. The latter are constructing learning, contents, contexts, knowledge, networks; technology is only tool, resource and platform• Make infrastructure and resources available that allow for dynamic, open and networked collaborative learning• Allow for and enable innovation, emancipation and democratisation 38
  • 39. ContactJudith Seipoldjudith.seipold@londonmobilelearning.netwww.judith-seipold.dewww.londonmobilelearning.net 39
  • 40. ReferencesFigures • Images • Literature 40
  • 41. FiguresFigure 1-7: Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, Bremen. Retrieved from https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/. 41
  • 42. ImagesImage 1: Nischelwitzer, A. (2007). MobileClassRoom (MCR) - mobile online Learning (mLearning): Interview mit Prof. Eduard Schittelkopf. Retrieved from http://www.youtube.com/watch?v=zwgKnooEKlk.Image 2: Schittelkopf, E. (2008). I did IT-Videos 1. Retrieved from http://moodle.mobileclassroom.at/moodle18/file.php/32/Videos/I%20did%20IT-Video%20(Schallkanone)%20320_240.wmv.Image 3: Brodersen, C., Christensen, B. G., Grønbæk, K., Dindler, C., & Sundararajah, B. (2005). eBag A - Ubiquitous Web Infrastructure for Nomadic Learning. In I. (. Association for Computing Machinery (Ed.), Proceedings of the Fourteenth International World Wide Web Conference, Makuhari Messe, May 10-14, 2005, Chiba, Japan (pp. 298–306). ACM Press. Retrieved from http://www2005.org/cdrom/docs/p298.pdf.Image 4: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.Image 5: Schittelkopf, E. (2007). Volt und Ampere: Die leuchtende Kartoffel: Forum mit Ergebnissen. Retrieved from http://moodle.mobileclassroom.at/moodle18/mod/forum/discuss.php?d=17.Image 6: Deubelbeiss, R. (2007). Beispiel-Sammlung - Elfchen (Thamara, 1. Sek.). Retrieved from http://metaportfolio- phsg.kaywa.ch/deutsch/elfchen-thamara-1-sek.html.Image 7: Deubelbeiss, R. (2007). Beispiel-Sammlung - Weg-Zeit-Diagramm (Fabian, 3. Sek.). Retrieved from http://metaportfolio- phsg.kaywa.ch/mathematik/weg-zeit-diagramm-fabian-3-sek.html.Image 8: Deubelbeiss, R. (2007). Beispiel-Sammlung - Satzglieder (Marco, 3. Sek.). Retrieved from http://metaportfolio- phsg.kaywa.ch/deutsch/satzglieder-marco-3-sek.html.Image 9: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.Image 10: Fritsch, J. (2007). eBag – the Digital Schoolbag. unveröffentlichter Foliensatz, Aarhus.Image 11: Unbekannt (2007). Ny eBag reklame video: MPEG2 format. Unveröffentlichtes Werbevideo. Aarhus.Image 12: Brodersen, C., Christensen, B. G., Grønbæk, K., Dindler, C., & Sundararajah, B. (2005). eBag A - Ubiquitous Web Infrastructure for Nomadic Learning. In I. (. Association for Computing Machinery (Ed.), Proceedings of the Fourteenth International World Wide Web Conference, Makuhari Messe, May 10-14, 2005, Chiba, Japan (pp. 298–306). ACM Press. Retrieved from http://www2005.org/cdrom/docs/p298.pdf. 42
  • 43. LiteratureChan, Selena (2011): Becoming a baker: Using mobile phones to compile e-portfolios. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang.Coulby, Ceridwen; Laxton, Julie; Boomer, Stuart; Davies, Nancy (2011): Mobile technology and assessment: A case study from the ALPS programme. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang.de Witt, Claudia; Ganguin, Sonja; Kuszpa, Maciej; Mengel, Sandro (2011): Mobile learning in the process of work: participation, knowledge and experience for professional development. In: Pachler, Norbert; Pimmer, Christoph; Seipold, Judith (Hrsg.): Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang.Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1), 133–156.Engeström, Y. (2005). Knotworking to Create Collaborative Intentionality Capital in Fluid Organizational Fields. Advances in Interdisciplinary Studies of Work Teams, (11), 307–336. Retrieved from http://dx.doi.org/10.1016/S1572-0977(05)11011-5.Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2. Aufl.). London: RoutledgeFalmer.Laurillard, D. (2007). Pedagogical forms for mobile learning: framing research question. In N. Pachler (Ed.), Occasional Papers in Work-based Learning: Vol. 1. Mobile learning - towards a research agenda (pp. 153–175). London: WLE Centre. Retrieved from http://www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler_2007.pdf.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in Doing: Social, Cognitive, and Computational Perspect. Cambridge, UK: Cambridge University Press.Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer. Retrieved from http://www.springerlink.com/content/v65pt8/.Seipold, J. (2011, March). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. ‘Mobile learning: Crossing boundaries in convergent environments’ Conference, Bremen. Retrieved from https://prezi.com/secure/3c7a728da1334e1ba2f4bab556133077ff86a0f6/.Seipold, J. (2011). A critical perspective on mobile learning: Results of a heuristic analysis of the scientific process and a hermeneutic analysis of mobile learning practice. In K. Rummler, J. Seipold, E. Lübcke, N. Pachler, & G. Attwell (Eds.), Occasional Papers in Work-based Learning. Mobile learning: Crossing boundaries in convergent environments. 21-22 March 2011, Bremen. Book of abstracts (pp. 31–34). Retrieved from http://www.londonmobilelearning.net/downloads/MLCB_BOA_Bremen-2011_Crossing-Boundaries-full_2011-03-18.pdf.Seipold, J. (2011). Mobiles Lernen: Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussioneorien, Unterrichtspraxis und Analysemodelle der britischen und deutschsprachigen Mobile Learning-Diskussion. Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.). Eingereicht im April 2011. 43

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